Abstract
This paper emphasizes the significance of establishing a compelling digital course environment to meet the preferences of Generation Z (Gen Z) students, who prioritize multimedia content, personalization, and on-demand learning as key components to online learning. Educators seeking to enhance online pedagogy will need to consider these preferences in order to address the challenge of aligning instructional design with targeted learning experiences. To that end, this paper uses a literature review and analysis of values to explore the intersection between Gen Z values and preferences and to suggest pedagogical support for aligning online course content to corresponding values.
Recommended Citation
Jones-Roberts, Charlotte A. and McNulty, Rebecca
(2024)
"Passing the Gen Z Vibe Check: A Values-Based Approach for Instructional Design,"
FDLA Journal: Vol. 8, Article 16.
Available at:
https://nsuworks.nova.edu/fdla-journal/vol8/iss1/16
Included in
Online and Distance Education Commons, Teacher Education and Professional Development Commons